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Computing

Home Curriculum Teaching and Learning Subjects Computing

Computing @ Whitley Lodge First School

Statement of Intent

At Whitley Lodge First School, we believe that Information Technology, Computer Science and digital literacy:

  • Are essential life skills necessary to fully participate in the modern digital world.
  • Allow children to become creators of digital content rather than simply consumers of it.
  • Provide access to a rich and varied source of information and content.
  • Communicate and present information in new ways, which helps pupils understand, access and use it more readily.
  • Can motivate and enthuse pupils.
  • Can be used as a tool to enhance learning throughout the curriculum.
  • Offer opportunities for communication and collaboration through group working both inside and outside of school.

Teaching Approaches

EYFS

In the foundation stage, children receive a broad, play-based experience of IT and computing in various contexts, including off-computer activities and outdoor play to develop understanding of the technologically diverse world.

Computing is not just about computers. Early years learning environments feature IT scenarios based on real-world experience, such as role play. Children gain confidence, control and language skills through opportunities like programming each other using directional language, creating digital artwork, and using programmable toys like Bee Bots.

Children use technology to solve problems and produce creative outcomes through provision or discrete lessons. Activities develop computational thinking and communication skills, particularly for pupils with English as an additional language. Digital recording devices such as video recorders, cameras and microphones support this learning.

By the end of Key Stage 1, pupils should be taught to:

  • Recognise common uses of information technology in the home and beyond school.
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
  • Create a set of sequences on the computer.
  • Compare the benefits of different programs when creating digital content.
  • Use technology safely and keep personal information private.
  • Use logical reasoning to predict the behaviour of simple programs.
  • Look at a set of instructions and predict what will happen.
  • Create and debug simple programs.
  • Create simple sets of instructions and test/edit a robot to improve its instructions.
  • Understand and apply the concept of algorithms.
  • Understand how a website is organised.
  • Present and save ideas using a variety of programs.

By the end of Key Stage 2 (Year 4), pupils should be taught to:

  • Recognise and use familiar forms of input and output devices.
  • Understand what servers are and how they provide services to a network.
  • Understand that computer networks enable data and information sharing.
  • Select and use a variety of software on a range of digital devices with support.
  • Use email and other tools to communicate online.
  • Understand that the internet is a large network of computers and that information can be shared between them.
  • Use technology responsibly and understand that online communication may be visible to others.
  • Know how a website is developed and understand that people aren’t always who they say they are.
  • Create and debug programs and write algorithms to achieve goals.
  • Program robots to complete tasks and test/edit instructions.
  • Use technology safely and respectfully, keeping personal information private.
  • Recognise acceptable and unacceptable behaviour online.
  • Improve presentation of ideas using various digital tools.

Curriculum

The school covers a range of units that align with National Curriculum objectives. Some classes are mixed-age, so a two-year rolling curriculum is used. This curriculum is based on the Teach ICT North Tyneside Computing support plans and ensures progression by building on prior knowledge.

Online safety is prioritised and revisited every half term across all year groups. Teachers are expected to support pupils with additional needs (e.g., SEN, EAL) and adapt activities accordingly. This includes using the school’s inclusion policy and making special arrangements as needed.

All children have individual logins for computers. Purple Mash logins are differentiated by year group to support skill development as pupils progress.

Purpose of Study

The National Curriculum for Computing aims to ensure all pupils:

  • Understand and apply principles of computer science, including logic, algorithms, data representation, and communication.
  • Analyse problems using computational thinking and have practical experience writing programs to solve them.
  • Evaluate and apply information technology to solve problems analytically.
  • Become responsible, competent, confident, and creative users of ICT.

Aims

  • Provide a broad, balanced, challenging and enjoyable curriculum for all pupils.
  • Develop computational thinking skills beneficial throughout life.
  • Meet National Curriculum requirements at Key Stage 1 and 2.
  • Respond to new technological developments.
  • Equip pupils with confidence and skills to use digital tools and technologies.
  • Enhance learning across the curriculum using IT and computing.
  • Develop understanding of safe and responsible computer use.

The Role of the Subject Leader

The subject leader will:

  • Provide a strategic direction for computing.
  • Support colleagues with subject-related matters.
  • Monitor pupil progress.
  • Attend relevant training.
  • Manage resources and spending efficiently.

They are given non-contact time to fulfil these duties, stay updated on national and local developments, and review teaching approaches. They ensure full coverage of the National Curriculum and clear learning intentions. Subject monitoring, including pupil voice, informs annual action plans.

Inclusion

Pupils with additional needs access the same curriculum at different rates through tailored, open-ended tasks. Additional support is provided as needed. More able pupils are challenged through high-level questioning and problem-solving activities to deepen their understanding.

Assessment

Teachers assess computing progress regularly using observations and evidence. Key objectives are based on National Curriculum statements and are assessed each term. Assessment focuses on the application of techniques and understanding of computing concepts.

Assessment is informal and formative, carried out during and after short tasks. It helps pupils and staff reflect on progress and plan next steps. Work is saved on the school system or printed for display. Evidence of progress is referenced against Sonar statements, and samples of pupils’ work are saved electronically via SeeSaw in class folders for retrieval and reflection.